Skip to Main Content

Goal #2: All technology is accessible to students, faculty, staff, and the community

Objective 2.1: Colleges adopt purchasing processes to ensure all ICT is evaluated for accessibility

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is informally addressing relevant accessibility concerns as related to purchasing processes in an ad hoc manner Products are evaluated for accessibility issues when a complaint or question arises from the campus community
Learning to Responding College is developing a programmatic approach to raising awareness about accessibility concerns among purchasing staff Purchasing staff is using a checklist of common accessibility concerns when reviewing ICT for purchase
Responding to Establishing College is developing a documented purchasing process that ensures all ICT is evaluated for accessibility concerns; college has designated at least one individual within the purchasing office who can facilitate and answer questions related to evaluating ICT for accessibility concerns Purchasing staff is utilizing a defined process by which accessibility is determined during the purchasing process; purchasing staff knows which person or people within the office to turn to with accessibility evaluation questions
Establishing to Optimizing College is regularly evaluating the efficacy of the procurement process; every staff member of the procurement process understands their role as it pertains to accessibility in the procurement process Purchasing staff have clear understanding of their roles and responsibilities as part of the purchasing process

 

 

Objective 2.2: Faculty and staff receive dedicated training and ongoing support for choosing, creating, and using accessible technology

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is providing information to faculty and staff about existing resources and training opportunities College emails purchaser FAQ page to all faculty and staff; college creates and shares a web page with links to available training resources
Learning to Responding College is dedicating resources and training support to faculty and staff to support them in choosing, creating, and using accessible technology College invites guest speaker to deliver workshop on Section 508; College brings trainer for in-service days to train staff
Responding to Establishing College is implementing a regular, defined, and documented process by which faculty and staff receive training in choosing, creating, and using accessible technology; cadre of experts are trained and supported to develop a community of practice capable of meeting institutional needs College has dedicated staff member to provide trainings; staff member recruits and trains staff and faculty on reassigned time to become local institutional resources for accessible ICT
Establishing to Optimizing College is regularly evaluating efficacy of training process and making program improvements College surveys campus community to identify if they have a disability and determine if they have experienced challenges utilizing technology; disabled student retention, success, and completion is increasing annually; college is reviewing and evaluating type and quantity of complaints as they relate to campus technology access

Next Steps